When six-year-old Ayden* started Year 1 at Meadow Bank Community School in Bradford, reading was a struggle. The school serves one of England's most disadvantaged communities, and Ayden faced additional challenges in his home life. His teachers had identified that he had significant social, emotional, and mental health needs. He would cover his ears when adults tried to talk to him, and, when anyone suggested he read by himself, he would keep his reading book closed, or look at it upside down.

"He just wouldn't want to engage in reading unless an adult was there sitting with him," explains his teacher, Amirah Sattar. "He wanted to feel safe or reassured... otherwise he just wouldn't do it."

Ayden's reading was below expectations for his age. He would rush through words without blending them properly, or split them up without putting them back together. His fluency was poor, and his attitude was clear: "I don't want to read."

In October 2024, Ayden began weekly 30-minute reading sessions with Sharon Cassidy, a corporate volunteer from Turner & Townsend participating in Chapter One's Online Reading Volunteers Programme. Sharon brought patience and understanding to their virtual sessions.

The transformation

The change in Ayden has been remarkable. From a child who wouldn't engage with reading, he now puts his hand up to read stories to his entire class. When asked to choose a sticker to describe how reading makes him feel, Ayden chose a ‘sunshine’ sticker and said: "I feel like an angel." He chose a ‘happy’ sticker to describe how he feels when the Chapter One laptop rings for his turn to read with Sharon.

His teacher has witnessed the transformation firsthand: "He's beaming. He's excited when it's his [Chapter One] call. He loves going on Chapter One... just even when we're doing guided reading, or when I've put something on the board, he'll read it. He's taking that interest more, he's soaking up the environment."

The progress is measurable too. Sharon has been able to move Ayden up several reading levels on the platform as his confidence has grown: "The length of the words that he's now reading... some of the words that he reads, it's like, ‘Wow, Ayden, that is brilliant.’ And he loves the praise."

A safe space sparks reading enjoyment

The one-to-one relationship has been crucial to Ayden's success. Despite his initial apprehension, he now looks forward to his sessions with Sharon, whom he calls his "best friend." He's developed such enthusiasm that he often announces ambitious reading goals to her during sessions: "I'm going to read six books this week!"

Most importantly, reading has become enjoyable. When recently offered games during his Chapter One session, Ayden chose differently: "I didn’t want to play any games. I read three stories." Ms Sattar says his face was "beaming with joy" as he shared this achievement.

This sustained relationship has created the safe space Ayden needed to thrive. As his teacher notes: "He's got that lovely relationship with his [Chapter One] volunteer... whereas before, I don't think he would have volunteered [to read to the class]. So it's really nice to see."

Beyond reading: comprehension, confidence and communication

Ayden's relationship with stories has deepened significantly. He now actively connects what he reads to his own experiences, breaking off mid-story with Sharon to share: "Do you know what happened when I was coming to school with my mum the other day?"

Ayden is also able to bring something of himself to the sessions. When asked what he feels about someone calling to read and speak with him each week he says “I feel nice” and shares that he can “talk about things that I like” with Sharon.

His teacher notes improvements in comprehension skills: "[Ayden is] Just building on that fluency, more of that comprehension, using expressions as well knowing, for example, punctuation like a question mark - what it means." When discussing "Pancake Panic," a Chapter One story that Ayden read with Sharon about a boy Charlie getting covered in pancakes and honey, he could vividly retell the plot and chose a gem sticker to represent how the book made him feel - "magic."

The impact extends far beyond reading skills. Ayden now actively engages with classroom displays, asking "What does that say?" when he sees new content. Ms Sattar says he's become more confident in his spelling and writing, using words he's encountered in his reading sessions: "He's remembering and using that as well, like, 'Oh, hang on! I know what that word says'... he can use it in his writing as well."

The ripple effect

Sharon's volunteer work has created benefits beyond Ayden's development. The experience reignited her own passion for reading: "It's got me back into reading. So I've had to buy a bookcase for our study because I've been reading so many books this last year."

This exemplifies Chapter One's model of mutual benefit - where corporate volunteers often gain as much from the experience as the children they support.

Literacy and poverty rates in Bradford

Ayden's story unfolds against the backdrop of significant educational disadvantage in Bradford. Meadow Bank Community School, previously known as Fearnville Primary School until April 2024, serves a community where 56% of pupils are eligible for free school meals, more than double the national average. The school faces additional challenges with 28% of pupils having English as an Additional Language (EAL), compared to the national average of 23%. Persistent absence rates stand at 33%, more than double the national rate of 15%. In 2023-24, just 43% of Meadow Bank’s pupils met the expected standard across reading, writing and maths combined, significantly below both the local authority average of 59% and national average of 61%. For disadvantaged pupils specifically, only 32% reached expected standards, highlighting a stark contrast with the 67% national average for non-disadvantaged children. The neighbourhood ranks within the 10% most deprived in England, and Bradford itself is the 13th most deprived local authority nationwide.

Looking forward: a brighter future

Despite these challenges, the city of Bradford has made steady progress in reading outcomes, with 72% of children meeting expected standards in 2023/24. Stories like Ayden's - a reluctant reader who would say "I don't want to read" who now says he feels “like an angel" when reading - demonstrates how supporting schools with targeted early intervention like Chapter One can help close the attainment gap for the most vulnerable children.

Chapter One’s evidence-based programme, delivered by dedicated volunteers who build sustained relationships, enables children like Ayden to not just become better readers but to also develop the confidence and love of reading that will serve them throughout their lives.

*Ayden is not the child’s real name

How can companies get involved in Chapter One?

Chapter One’s virtual, time-efficient, flexible model for volunteering will enhance your company’s employee value proposition, whilst fulfilling CSR or social value commitments around education, social mobility and inclusion. Employees can:

- volunteer online directly from their desks with no travel

- make a direct impact on the lives of children from disadvantaged communities

- support local communities across the UK

- improve their own well-being by helping others

- reconnect with your company’s social purpose

If you’re interested in joining us, we’d love to hear from you! You’ll find out who we currently work with on our partners’ page. You can contact us here or email sarah.taylor@chapterone.org.